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Research suggests that in classrooms across the United States, teachers are hesitant to engage students in a discussion about disability. However, if children are not given opportunities to talk ab...

Reinvasion of pest animals after incomplete control is a major challenge for invasive species management, yet little is known about the behavioural and demographic categories of reinvaders or the mechanisms that drive population‐level responses to control. To understand the fine‐scale mechanisms of reinvasion, we examined changes in demography, movements and activity patterns of reinvading alien black rats Rattus rattus in the short (4 weeks) and longer term (3 months) following localised experimental pest removal. Using recovery and invasion theory, we tested three hypothesised mechanisms of reinvasion: the ‘in situ effect’, the ‘trickle effect’ and the ‘vacuum effect’. We created space for reinvasion by removing black rats from the core of replicate 1‐ha plots (short‐term experiment) and later by removing animals from the entire plot (longer‐term experiment). Reinvaders were characterised as dispersing juveniles, floaters or neighbours. Radio‐tracking quantified home range changes for adjacent resident animals (short‐term experiment only). In the short term, there was no net influx of rats after targeted removal. Radio‐tracked residents’ movements were highly variable and displayed no directional changes after nearby conspecifics were removed. However, in the longer term, removal led to slow population recovery through a mix of reinvading floaters, dispersing juveniles and shifting residents. These responses best support a hypothesis of reinvasion through a trickle effect, with rats being extremely mobile and having a high degree of population turnover, even in untreated sites. Our findings provide the first test of reinvasion theory at a small scale, demonstrating the importance of understanding the differing categories of reinvaders and mechanisms of reinvasion after population control. These mechanisms drive the rate of population recovery and, in turn, should help determine which strategy of pest control should be used, and the frequency with which they are implemented, in order to slow the recovery of pest populations.

Animal movement through agricultural landscapes is critical for population persistence of species within fragmented native vegetation patches. However, perceived habitat quality and the structural changes between differing land uses within such landscapes can reduce an animal's willingness to move. Understanding when animal movement behaviour varies in response to differing habitat types is necessary for identifying barriers to movement between habitat patches. We quantified the homing success and fine‐scale movement behaviour of a patch‐dependent gecko, Gehyra versicolor, in remnant patches, three different matrix types (crop, pasture and linear plantings), and at varying distances from the edge using fluorescent powder tracking, radio‐telemetry and experimental displacement. We found displaced geckos in pasture environments orientated more strongly and moved farther into farmland after being released and, away from their home ranges in remnant patches. In contrast, we found strong homing ability of displaced animals in plantings and crop matrix types, with animals moving towards remnant patches and away from farmland. Importantly, from the 48 individuals radio‐tracked, none moved into farmland, including pastures, despite 16 individuals approaching edge habitat. Because radio‐tracked geckos did not move into pastures, or any other matrix type, movement further into pasture by displaced animals likely represents limited orientation capacity in pasture rather than preference for pasture. We conclude geckos behaviourally avoided the farmland, irrespective of the presence of complex habitat (e.g. linear plantings). Our findings suggest that, despite efforts to improve farmland quality by planting, farmland is not generally preferred compared to remnant native vegetation. Understanding habitat‐specific movement behaviour is crucial to effectively identifying barriers to animal movement and will improve our efforts to conserve regional populations of patch‐dependent species.

Funding was provided by the Central Tablelands Local Land Services, Lake Cowal Foundation, NSW Office of Environment and Heritage Environmental Trust and the Lake Cowal Foundation.

Mitigating the negative impacts of agriculture on amphibians requires knowledge of how different land uses affect species distribution and community composition. In the case of frogs, there is currently insufficient information on their use of terrestrial habitats in cropping landscapes to inform conservation planning. We examined how four different farmland types (linear plantings, cereal crops, grazing paddocks and woody mulch) and crop harvesting influenced amphibian abundance, richness, body condition and movement. We found the abundance of frogs was significantly higher in linear plantings compared to grazing paddocks and adjacent patches of remnant woodland vegetation. However, species richness and abundance of three individual species did not vary significantly between farmland types. For the most common frog Uperoleia laevigata, body condition was higher at the edges of the woody debris treatment (coupled with higher abundance) and lower in farmland with debris and linear plantings. The body condition of Limnodynastes tasmaniensis and L. interioris was not influenced by farmland type. Frog abundance and condition was largely unaffected by crop harvesting. However, frogs were less common after harvesting at the edges of farmland and within remnant patches. Movement patterns did not suggest mass movement out of crops after harvest, where almost half of all individuals recaptured remained within the farmland. These results suggest that some generalist frog species may have an affinity for habitats within agricultural paddocks, particularly when key habitat features like plantings are present. However, we found overall frog richness was low and did not differ between remnant patches, edges and farmland which may be an indication of habitat degradation within terrestrial habitats across the landscape. Although protection of remnant native vegetation is important, conservation strategies for the protection of amphibians will be ineffective if they do not consider the variety of land uses and the relationships of different species and their microhabitats within and outside of patches.

Teacher preparation programs play a seminal role in the development of prospective teachers, as they provide future educators with information regarding the rights of students with disabilities and the pedagogical means to support them in the classroom. Yet, few programs focus on how to discuss disability with students (Abernathy & Taylor, 2009; Cosier & Pearson, 2016). Once they enter into practice, many teachers hesitate to engage students in conversations about disabilities because they are unsure of what to say or fear offending students with disabilities (Crowson & Brandes, 2014; Gay & Howard, 2000). Because there is scant literature on how to best prepare pre-service teachers to hold disability-related discussions in their future classrooms, in this article, the authors aim to fill a void in current practice by providing examples of activities, assessments, and related materials that enable pre-service teachers to talk about disabilities.

Fraction magnitude understanding is linked to student achievement in mathematics, but the direction of the relation is not clear. To assess whether fraction magnitude knowledge and mathematics achievement develop in a bidirectional fashion, participants (N = 536) completed a standardized mathematics achievement test and two measures of fraction magnitude understanding—fraction comparisons and fraction number line estimation (FNLE)—twice yearly in 4th–6th grades. Cross-lagged panel models revealed significant autoregressive paths for both achievement and magnitude knowledge, indicating longitudinal stability after accounting for correlational and cross-lagged associations. Mathematics achievement consistently predicted later FNLE and fraction comparison performance. FNLE and fraction comparisons predicted mathematics achievement at all time points, although this relation diminished over time. Findings suggest that fraction magnitude knowledge and broader mathematics achievement mutually support one another. FNLE predicted subsequent mathematics achievement more strongly than did fraction comparisons, possibly because the FNLE task is a more specific measure of fraction magnitude understanding.

The present longitudinal study examined growth in fraction knowledge between third and sixth grades (N = 536). Students were administered fraction concepts and procedures measures twice yearly through sixth grade. Analyses revealed empirically distinct growth classes on both measures. Of particular interest were students who started low and made little progress after three years of instruction in fractions, compared to those who started low but made good progress. Poorer language, attention, whole number line estimation, and calculation fluency in third grade significantly increased the odds of membership in a low-growth trajectory class for fraction concepts, while poorer attention and calculation fluency predicted membership in a low-growth trajectory class for fraction procedures. Students classified as receiving special education services in school, many of whom had diagnosed learning disabilities, were 2.5 times more likely to experience low growth in fraction concepts than their peers who were not receiving special education and 11.5 times more likely to experience low growth in fraction procedures. Students with persistent difficulties in fraction knowledge also were much less likely to meet state standards on a mathematics achievement test, portending problems in more advanced mathematics.

The importance of fraction knowledge to later mathematics achievement, along with U.S. students’ poor knowledge of fraction concepts and procedures, has prompted research on the development of fraction learning. In the present study, participants’ (N = 536) development of fraction magnitude understanding and fraction arithmetic skills was assessed over 4 time points between 4th and 6th grades. Latent state-trait modeling was used to examine codevelopment of these 2 areas of fraction knowledge. Fraction arithmetic skill predicted later fraction magnitude understanding, and conversely, fraction magnitude understanding predicted later fraction arithmetic skill. The results are consistent with a bidirectional model of the development of fraction concepts and procedures, in which knowledge of one type facilitates learning of the other type. However, transfer in both directions between fraction arithmetic skill and fraction magnitude understanding was more likely to occur later in the development of fraction knowledge, after fraction arithmetic with unlike denominators had been taught in school (during 5th grade in the current sample). Furthermore, the effects of previous knowledge of the other type were small and not nearly as substantial as the effects of previous knowledge on later knowledge of the same type. Findings suggest a need for instruction to link fraction magnitude understanding to fraction arithmetic skill and vice versa.

This study investigated the accuracy of three fraction measures (i.e., fraction number line estimation accuracy, general fraction concepts, and fraction arithmetic) for screening fourth graders who might be at risk for mathematics difficulties. Receiver operating characteristic (ROC) curve analyses assessed diagnostic accuracy of the fraction measures for predicting which students would not meet state standards on the state mathematics test in fourth grade ( n = 411), fifth grade ( n = 362), and sixth grade ( n = 304). A combined measure consisting primarily of fraction number line estimation items and general fraction concept items was the most accurate screener of risk status in fourth, fifth, and sixth grades (area under the curve [AUC] = .84, .81, and .85, respectively). To maximize efficiency for classroom use, the length of the combined screener was reduced using best subset automatic linear modeling. The study highlights the importance of fraction knowledge for predicting mathematics achievement more generally and validates an effective and practical screening tool for the intermediate grades.

The endangered Booroolong Frog Litoria booroolongensis has undergone dramatic declines over the majority of its range, which have largely been attributed to extensive clearing and ongoing modification associated with agricultural practices, disease and introduced pests. This paper presents a small-scale assessment of the distribution and habitat associations of the Booroolong Frog, using data collected during surveys for environmental impact assessments, in areas of likely preferred habitat identified along the Campbells and Macquarie Rivers south of Bathurst and the Turon River at Sofala New South Wales. Seven stream reaches were sampled within study areas, and the Boorolong Frog was recorded in four of those. Thirty-four Booroolong Frogs were recorded, by direct observation and call play back, usually in habitat typically associated with the species. Seven of these were found in highly degraded habitat reinforcing similar observations for this species in the literature. Field data collected during this ...

The current study investigated the mediating role of number-related skills in the developmental relationship between early cognitive competencies and later fraction knowledge using structural equation modeling. Fifth-grade numerical skills (i.e., whole number line estimation, non-symbolic proportional reasoning, multiplication, and long division skills) mapped onto two distinct factors: magnitude reasoning and calculation. Controlling for participants’ (N = 536) demographic characteristics, these two factors fully mediated relationships between third-grade general cognitive competencies (attentive behavior, verbal and nonverbal intellectual abilities, and working memory) and sixth-grade fraction knowledge (concepts and procedures combined). However, specific developmental pathways differed by type of fraction knowledge. Magnitude reasoning ability fully mediated paths from all four cognitive competencies to knowledge of fraction concepts, whereas calculation ability fully mediated paths from attentive behavior and verbal ability to knowledge of fraction procedures (all with medium to large effect sizes). These findings suggest that there are partly overlapping, yet distinct, developmental pathways from cognitive competencies to general fraction knowledge, fraction concepts, and fraction procedures.

Over the course of the past decade, the field of mathematics learning disabilities (MLD) in the United States has evolved significantly. This chapter highlights key contributions that have affected screening and intervention in the United States in two crucial areas of mathematics education: core number competencies in the early grades and fractions in the intermediate grades. We discuss studies that identify powerful predictors of and influences on MLD for both of these areas and detail the long-term impact that failure to acquire knowledge in these areas may have on mathematical development. We also discuss validated screeners for detection of potential difficulties with whole numbers and fractions, respectively. Finally, we describe results from recent intervention studies indicating that these skills can be improved in many children with or at risk for MLD. The contributions represent findings that are influencing educational practice in the United States.

As the world's most traded commodity, oil production is typically well monitored and analyzed. It also has established links to geopolitics, international relations, and security. Despite this attention, the illicit production, refining, and trade of oil and derivative products occur all over the world and provide significant revenues outside of the oversight and regulation of governments. A prominent manifestation of this phenomenon is how terrorist and insurgent organizations-including the Islamic State group, also known as ISIL/ISIS or Daesh-use oil as a revenue source. Understanding the spatial and temporal variation in production can help determine the scale of operations, technical capacity, and revenue streams. This information, in turn, can inform both security and reconstruction strategies. To this end, we use satellite multi-spectral imaging and ground-truth pre-war output data to effectively construct a real-time census of oil production in areas controlled by the ISIL terrorist group. More broadly, remotely measuring the activity of extractive industries in conflict-affected areas without reliable administrative data can support a broad range of public policy and decisions and military operations.

The present study examined predictors of student's knowledge of fraction concepts and procedures in sixth grade (N = 334). Predictors included both math-specific and more general competencies, which were assessed in fifth grade. Multiple regression analyses showed that whole number line estimation, non-symbolic proportional reasoning, long division, working memory, and attentive behavior contributed uniquely to a general measure of students’ fraction concepts; on a measure of fraction procedures, whole number line estimation, multiplication fact fluency, division, and attention made unique contributions. The combined predictability of the measures was lower for fraction procedures than for fraction concepts. Although the unique predictors and the amount of explained variance differed according to the fraction outcome, the ability to locate whole numbers on the number line was a major contributor to prediction in each model. Non-symbolic proportional reasoning was particularly predictive of children's conceptual understanding of fractions.

Accurately measuring oil production in low-governance contexts is an important task. Many terrorist organizations and insurgencies -- including the Islamic State group, also known as ISIL/ISIS or Daesh -- tap oil as a revenue source. Understanding spatial and temporal variation in production in their territory can help address such threats by providing near real-time monitoring of their revenue streams, helping to assess long-term economic potential, and informing reconstruction strategies. More broadly, remotely measuring extractive industry activity in conflict-affected areas and other regions without reliable administrative data can support a broad range of public policy decisions and academic research. This paper uses satellite multi-spectral imaging and ground-truth pre-war output data to effectively construct a real-time day-to-day census of oil production in areas controlled by the terrorist group. The estimates of production levels were approximately 56,000 barrels per day (bpd) from July-December 2014, drop to an average of 35,000 bpd throughout 2015, before dropping further to approximately 16,000 bpd in 2016.

Modern libraries are reimagining their spaces as more than repositories for books. The Play-and-Learn Spaces project married developmental science with the changing nature of 21st century libraries. The study asked if it is possible to augment learning in informal spaces using the built environment to encourage discourse and interaction. For this project, the library space was reconstructed such that a corner became a climbing wall on which children could create words by following varied paths up the wall's letter-filled surface. Seating was transformed into large movable “Tangram”-type pieces and a stage, complete with magnetic words, invited children to create stories on the wall and complete story-related activities through socio-dramatic play. Using naturalistic observation, results demonstrated that the use of the Play-and-Learn spaces was associated with increases in the kinds of caregiver and child conversation and interaction known to support language, literacy and STEM skills. These results suggest that libraries can become part of a new learning culture that impacts city residents at the places they naturally go.

This chapter situates fraction learning within the integrated theory of numerical development. We argue that the understanding of numerical magnitudes for whole numbers as well as for fractions is critical to fraction learning in particular and mathematics achievement more generally. Results from the Delaware Longitudinal Study, which examined domain-general and domain-specific predictors of fraction development between third and sixth grade, are highlighted. The findings support an approach to teaching fractions that centers on a number line. Implications for helping struggling learners are discussed.

The goal of the present article is to synthesize findings to date from the Delaware Longitudinal Study of Fraction Learning. The study followed a large cohort of children ( N = 536) between Grades 3 and 6. The findings showed that many students, especially those with diagnosed learning disabilities, made minimal growth in fraction knowledge and that some showed only a basic grasp of the meaning of a fraction even after several years of instruction. Children with low growth in fraction knowledge during the intermediate grades were much more likely to fail to meet state standards on a broad mathematics measure at the end of Grade 6. Although a range of general and mathematics-specific competencies predicted fraction outcomes, the ability to estimate numerical magnitudes on a number line was a uniquely important marker of fraction success. Many children with mathematics difficulties have deep-seated problems related to whole number magnitude representations that are complicated by the introduction of fractions into the curriculum. Implications for helping students with mathematics difficulties are discussed.

Developmental predictors of children’s fraction concepts and procedures at the end of fourth grade were investigated in a 2-year longitudinal study. Participants were 357 children who started the study in third grade. Attentive behavior, language, nonverbal reasoning, number line estimation, calculation fluency, and reading fluency each contributed uniquely to later conceptual understanding of fractions. Number line estimation, attentive behavior, calculation fluency, and working memory made unique contributions to acquisition of fraction arithmetic procedures. Notably, number line estimation made the largest independent contribution in both models. The results suggest that although there is considerable shared variance among the predictors, both general and number-related competencies are uniquely important for explaining why some children struggle with fractions.